California Foreign Language Project SAILN Level III ACTFL Reading Proficiency Unit Mandarin Anne Li 再别康桥 Farewell Cambridge April 2016
Title of Unit Notes for the teacher Goal and Objectives To explore how a Chinese poet uses language to observe nature and apply the nature with his feeling in his poem. To draw students attention to literary historical contexts of the poetry. Understand the cultural and historical contexts in which the poem was written. To explore how poets envisage the relationship between memories and the natural world. To motivate individual students through Poem Rock Art Show. To encourage group work through Poem Reading Contest. To attend to the language of the poem through active listening to aural readings of <Farewell Cambridge> To engage with some key concepts about poetry including context, genre, narrative and lyric form -
Level Intermediate High to Advanced Time Frame 5 hours 3
Poem Analysis Rubric CATEGORY 4 3 2 1 Comprehension Student clearly understands the poem and accurately answers questions related to the story. Student seems to understand most of the poem and accurately answers most questions related to the poem. Student understands some parts of the poem and accurately answers some question related to the poem. Student has trouble understanding most parts of the story or answers are incomplete. Analysis Insightfully describes several dominant elements and poetic devices used by the poet and thoughtfully relates how they are used by the poet to reinforce the theme, meaning, mood, or feeling of the poem. Accurately describes a couple of dominant elements and poetic devices used by the poet and accurately relates how these are used by the poet to reinforce the theme, meaning, mood, or feeling of the poem. Describes some dominant elements and poetic devices used by the poet, but has difficulty describing how these relate to the meaning or feeling of the poem. Has trouble identifying the dominant elements and poetic devices used in the poem. Interpretation Writing Skills & Mechanics Forms a creative hypothesis about the symbolic or metaphorical meaning of the poem and is able to support this with evidence from the text. Answers are wellstated, and supported with evidence from the reading. No errors in grammar, sentence structure, or spelling. Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. Answers are wellstated, but rarely supported with evidence from the poem. Minor, gradeappropriate errors in grammar, sentence structure or spelling. Student identifies the literal meaning of the work and/or can relate how the work makes him/her feel personally. Answers are not clearly stated. Several mechanical errors inappropriate to grade level, but not strongly affecting readability. Student finds it difficult to interpret the meaning or mood of the work. Answers do not make logical sense. Mechanical errors strongly affect readability. 4
Farewell Cambridge 轻轻 轻轻 轻轻 Very quietly I take my leave As quietly as I came here; Quietly I wave goodbye To the rosy clouds in the western sky. 5
那河畔的金柳, 是夕阳中的新娘 ; 波光里的艳影, 在我的心头荡漾 The golden willows by the riverside Are young brides in the setting sun; Their reflections on the shimmering waves Always linger in the depth of my heart. 6
软泥上的青荇, 油油的在水底招摇 ; 在康河的柔波里, 我甘心做一条水草! The floating heart growing in the sludge, Sways leisurely under the water; In the gentle waves of Cambridge, I would be a water plant! 7
那榆荫下的一潭, 不是清泉, 是天上虹 ; 揉碎在浮藻间, 沉淀着彩虹似的梦 That pool under the shade of elm trees Holds not water but the rainbow from the sky; Shattered to pieces among the duckweeds Is the sediment of a rainbow-like dream. 8
寻梦? 撑一支长蒿, 向青草更青处漫溯 ; 满载一船星辉, 在星辉斑斓里放歌 To seek a dream? Just to pole a boat upstream To where the green grass is more verdant; Or to have the boat fully loaded with starlight And sing aloud in the splendor of starlight. 9
但我不能放歌, 悄悄是别离的笙箫 ; 夏虫也为我沉默, 沉默是今晚的康桥! But I cannot sing aloud Quietness is my farewell music; Even summer insects heap silence for me Silent is Cambridge tonight! 10
悄悄的我走了, 正如我悄悄的来 ; 我挥一挥衣袖, 不带走一片云彩 Very quietly I take my leave As quietly as I came here; Gently I flick my sleeves Not even a wisp of cloud will I bring away 11
Standards Communication Communicate in Languages Other Than English Cultures Gain Knowledge and Understanding of Other Cultures Connections Connect with Other Disciplines and Acquire Information Comparisons Develop Insight into the Nature of Language and Culture Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 12
I. Before Reading Activities
Before Reading Activity 1 Worksheet Reading Poetry What is Poetry? Who knows? Not a rose, but the scent of the rose; Not the sky, but the light in the sky; Not the fly, but the gleam of the fly; Not the sea, but the sound of the sea; Not myself, but what makes me See, hear, and feel something that prose Cannot: and what it is, who knows. 14
I. Before Reading Activity 2. Sentence expansio n Take out ten half sentences from the poem. Have students using their own words to expand on them. 1. 撑一支 ( ), 向青草更青处 ( ) 2. 我 ( ) 衣袖, 不带走 ( )
I. Before Reading Activity 3. Line Break Students must put in breaks where they think they belong, following the rule that a line break equals a pause. 挥 挥 带
I. Before Reading Activity 4. Life Timeline of the poet Students will do a research on the poet and create a Life Timeline of Xuzhimo. Students watch documentary video clip of Xuzhimo first. Teacher provides a format of timeline and have students to fill out the coordinated events. Using the life graph assignment to plot the events in the poet s life.
https://www.youtube.com/watch?v=ak 95jZzdf5Y 18
Time Event 出生于 年 1922 年从剑桥留学归中国 作 康桥, 再会吧! 1926 年再度抵达美国 发表散文 我所知道的康桥 1928 年秋天第三次也是最后一次游历剑桥 写成 再别康桥 1928 年 11 月 6 日完成 再别康桥 1928 年 12 月 10 日 再别康桥 刊于 新月 月刊第一卷第十号, 后收入 猛虎集 1931 年 19
II. Global Reading Activities Activity 1 Tone Map Introduce the idea that most poem plays an emotional drama to the reader. The poet changing tones of voice from beginning to end. Tone shifts from lines to lines, stanzas to stanzas. Hand out the tone map to the students and have them complete in class. Example: 20
诗 态 伤 乐 21
II. Global Reading Activities Activity 2 Schema Picture and stanzas matching Students are given different pictures and the stanzas of the poem. They need to find matching stanzas with each picture. After finishing matching activities, students must put the stanzas in order where they think they belong. Share their poems to the class. Example Picture Stanza 22
II. Global Reading Activities Activity 3 Identify main idea Teacher copy the poem. Block out everything but the title, first line of each stanza, and the last stanza. From this information, get students to identify the main idea and why the poet is writing this poem. Have a discussion about. What kind of poem is it. romantic poem/nature poem/editorial poem. 23
III. Detail Activities Activity 1 Physical Analysis Students do Physical analysis of the poem and analyze the effectiveness each brought to the poem. Poetic Devices 诗 Word count Lines Stanzas 诗节 Nature scene Colors 颜
III. Detail Activities (Through) Activity 2 Art Project Students choose their favorite stanza. Use sharpy to write the stanza on one rock and draw picture of the stanza on another rock. Students present their rocks and explain why they like the stanza. What kind of feeling they received from the stanza.
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III. Detail Activities Activity 3 Five Senses Analysis Students identify each line with five senses. 27
IV. Linguistic Activities Activity 1 Students create an according book. On one page, students write a noun, and on the adjacent page, students write the noun with an adjective. (Picture is on next slide)
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IV. Linguistic Activities Activity 2 Analyze Three Beautie s of a Poem Analyze how poet Xu practices Three Beauties of a Poem to express poetic experience and poetic feeling. Beauty in Music; Beauty in Architecture: Beauty in Pictorial. Students need to find appropriate stanza for each Beauty. 30
乐 请 这 诗 节 节 词语 请 这 诗 结构 这 诗 节 节 绘 请 阅读 这 诗 2 3 4 节 词汇 31
IV. Linguistic Activities Activity 3 Vocabula ry Analysis Repetition Imagery Personification Simile Analyze figurative language and personification used in this poem. What types of figurative language are these examples and what do they mean? Metaphor 32
Figurative language Examples from the poem What message is communicated to you now? Write two to three sentences that wxplain your thoughts. 喻 语 节 获 样 话 释 33
ACTFL Reading Proficiency Guidelines Notes for the teacher V. Post Reading Activity 1 In one paragraph, explain the theme of this poem. Use details from the poem to support the theme. 34
V. Post Reading Activity 2 Read the poem and write notes out to the side of the poem that identifies metaphors, similes, personification, and imagery. What message is communicated to you now after your analysis? Write two to three sentences that explain your thoughts. 35
V. Post Reading Activity 3 Stilling Activity Get students to close their eyes and imagine a place they really like, and they left that place after 3 years. Then get students to imagine that the image could talk. What does it feel? Share ideas: nouns, adjectives, phrases, figurative languages. 36
https://www.youtube.com/watch?v=hh o_wh0lyk4 37
原诗 再别康桥 作者 : 徐志摩 英文版 Saying Good-bye to Cambridge Again By Xu Zhimo 轻轻的我走了, 正如我轻轻的来 ; 我轻轻的招手, 作别西天的云彩 Very quietly I take my leave As quietly as I came here; Quietly I wave good-bye To the rosy clouds in the western sky. 那河畔的金柳, 是夕阳中的新娘 ; 波光里的艳影, 在我的心头荡漾 The golden willows by the riverside Are young brides in the setting sun; Their reflections on the shimmering waves Always linger in the depth of my heart. 38
软泥上的青荇, 油油的在水底招摇 ; 在康河的柔波里, 我甘心做一条水草! The floating heart growing in the sludge Sways leisurely under the water; In the gentle waves of Cambridge I would be a water plant! 那榆荫下的一潭, 不是清泉, 是天上虹 ; 揉碎在浮藻间, 沉淀着彩虹似的梦 That pool under the shade of elm trees Holds not water but the rainbow from the sky; Shattered to pieces among the duckweeds Is the sediment of a rainbow-like dream. 39
寻梦? 撑一支长蒿, 向青草更青处漫溯 ; 满载一船星辉, 在星辉斑斓里放歌 To seek a dream? Just to pole a boat upstream To where the green grass is more verdant; Or to have the boat fully loaded with starlight And sing aloud in the splendor of starlight. 但我不能放歌, 悄悄是别离的笙箫 ; 夏虫也为我沉默, 沉默是今晚的康桥! But I cannot sing aloud Quietness is my farewell music; Even summer insects heap silence for me Silent is Cambridge tonight! 40
悄悄的我走了, 正如我悄悄的来 ; 我挥一挥衣袖, 不带走一片云彩 Very quietly I take my leave As quietly as I came here; Gently I flick my sleeves Not even a wisp of cloud will I bring away 41